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Students should be able to demonstrate verbally that phonemes exist and that they can be manipulated and isolated. What are phonemes? What are rhyming words? What areas of difficulty do you expect pupils to have in identifying verbally rhyming words? Is the identification of existence of phonemes difficult to students? Do students get the difference between manipulation and isolation of phonemes? By the end of the lesson students should have understood that words are built by one or more syllables. Do students understand what syllables are? Can they identify syllables in texts and paintings and can they built words using syllables? By the end of the lesson, students should recognize rhyming words when used in texts Do students understand what rhyming words are? Do they recognize them when used in statements? Students should have understood that a sound is either a phoneme or a distinct one. What is the difference between a phoneme and a distinct sound? Do students know a phoneme and a distinct sound? Students should be able to produce rhyming words. Can students produce rhyming words? Can they be able to use such words in phrases and sentences? Students should be in a position to identify sounds of words from initial, medial to the final sounds. Do student understand all these stages? Which stage poses most problems to students? Do stages help in building students skill of understanding rhyming words? They should be able to blend sounds to come up with words. Can students blend sounds and come up with words? If they are able are these sounds logical? Is so is then the overall objects are met. Specific objects

Identify rhyming sets of words verbally and in print

Can students identify rhyming words in print? Can they read these sounds and show the difference in pronunciations? They should be able to respond physically appropriately when they recognize rhyming words in statements. Is there physical movement by students when they recognize rhyming words in statements? Students will be able to spell, say and write rhyming words. Can students spell rhyming words? Are they in a position to differentiate rhyming words verbally said through writing? What areas of difficulty do you expect pupils to have in identifying rhyming words? Lesson Language Learning Objectives (ELPBO)

In starting to read English, using the oral language foundation and previous experience, students will be in a position to understand the nature and interrelationships that exists between letters and sounds in English speech. In learning to read English, those students who have reading experience in other languages have an added advantage as they are able to compare print and language features of both languages. Readiness in reading: Listen to texts read aloud Recitation of memorized parts

Sight vocabulary

Try to match previously spoken words to written words

Assessment

Students in this class will be able to recognize words that rhyme both through sight and by flashcards matching. They will also be able to recognize them by hearing words and telling the tutor verbally Assumed prior knowledge for the students

It is assumed that students should

Have the basic reading and listening skills

Be in a position to work in groups and ability to recite rhymes together

Finally is the assessment which can take either the form of an individual, group or oral

Some words to be used in assessment will include: this will be used as a take-home assignment for the students. Further texts can be given involving development of rhyming words form words given such as cat, hat and others.

Teddy bear, teddy bear

Touch the ground

Teddy bear, teddy bear

Climb in bed

Teddy bear, teddy bear

Turn around

Teddy bear, teddy bear

Reach up high

Teddy bear, teddy bear

Touch the sky

Teddy bear, teddy bear

Sleepy head

Teddy bear, teddy bear

Turn out the light

Teddy bear, teddy bear

Say goodnight (Ausubel 1985).

Backward design as a method of deigning curriculum involves setting objectives before choosing the content that is to be taught. In lesson planning, it entails setting the goals before teaching or passing the content to students. In so doing, the teacher is in a position to deliver his content towards achieving those goals hence ensuring that the content given to students is focused and organized. This will in turn promote understandability.

In this method, unlike in the traditional curriculum planning which entailed one planning what is to be taught, backward design is goal focused as one starts with the goals followed by assessment and finally lesson plan. In lesson planning, traditional method is discouraged as it’s like hitting the road hoping to get to your final destination backward design is a road map.

By using backward design and UbD matrix as presented, it will enable the teacher in establishing goals that meet standards of the lesson, considering the essential questions to be answered, focusing on the better understanding of students, the content knowledge acquired and finally assessing the skills that the students have acquired from the study.

These two approaches will assist both the teacher and the students during assessment (which can take the form of formative and summative) in ensuring that the objectives of the lesson are met. The teacher will ensure that goals are assessed and not any other content. Besides, backward design and UbD matrix approach ensures that lessons flows towards as planned by following the questions listed and the elements of the elements of the UbD matrix. This flow is guided towards the set goals and that understanding and learning is properly assessed.

This lesson is aimed at understanding every element of the UbD matrix provided in the text. All this is geared towards the students understanding of phonemes and rhyming words. In this topic, students should cover writing, reading and illustrations of rhyming statements. They should be able to choose rhyming word from a passage, give rhyming words and produce rhyming sounds. For those non English natives, they will cover how to use English to acquire, apply, interpret and transmit information for content area reading. They will develop skills in English up to a proficiency level whereby they can collect data, factual ideas, define relationships, concepts and generalizations and also apply these knowledge generated from texts. All students should be in a position to read, write, speak and hear rhyming words.